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Read About It: Scientific Evidence for Effective Teaching of Reading

These blogs are authored by Dr. Hempenstall and are not moderated by NIFDI.

Read About It: Scientific Evidence for Effective Teaching of Reading

This is a review article I wrote recently for a new resource in Australia to support student literacy. The initiative is called Five from Five, and is under the auspices of an independent body, the Centre for Independent Studies. The initiative has commenced with a website http://www.fivefromfive.org.au/  but plans to extend a range of services to the community to assist all those interested in enhancing reading development among our young. Its core principle emphasises the importance of the 5 pillars of literacy development: phonemic awareness, phonics, fluency, vocabulary, and comprehension.

My contribution is entitled “Read about it: Scientific evidence for effective teaching of reading”. It provides a review of recent research that supports each of the 5 pillars of skilled reading and how to foster them in learners. It is designed to be both reflective of the scientific evidence, but within an accessible format and language style for any interested readers, such as parents, teachers, and administrators. It is freely available at https://www.cis.org.au/publications/research-reports/read-about-it-scientific-evidence-for-effective-teaching-of-reading

 Kerry Hempenstall, Senior Industry Fellow, School of Education, RMIT University, Melbourne, Australia.

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As implementation progresses, peer coaches extend the impact of NIFDI consultants by providing ongoing, school-based support when consultants are not on-site. Their coaching is non-evaluative and focused on improving student outcomes. Peer coaches reinforce effective teaching practices and guide colleagues to make targeted adjustments that directly impact student performance and behavior.

Peer coaches participate in a structured, multi-year training sequence through NIFDI. Over the course of two to three years, they are trained to analyze student performance data, conduct both brief and extended classroom observations, and support data-driven problem solving. Advanced training prepares them to lead grade-level meetings and contribute to broader instructional planning with school leadership.

By developing peer coaches, schools build internal capacity to maintain and strengthen DI implementation over time—ensuring continuity, supporting new staff, and driving sustained student achievement.